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Samandrag Alle elevar i den norske grunnskulen kan bli trekte ut til a gjennomfore avgangsprova i norsk. I laereplanane legg ein vekt pa at elevane skal fa opplaering ut fra eigne foresetnader og det er derfor interessant a undersoke korleis dette kjem til uttrykk i avgangssprovene. Materialet er avgangsprovene fra 1967 til 2017 – altsa femti provesett. Lesing og skriving har statt sentralt i heile perioden, men faget har ogsa ein eigen kunnskapskomponent som elevane blir provd i. Materialet er omfattande og variert, men eg har likevel sett trekk som gjer det mogeleg a peike pa tre karakteristiske evalueringspraksisar som til dels folgjer etter kvarandre i tid: Tilpassa regulering er kjenneteikna av skulen tek ansvaret for at den enkelte blir presentert for passande oppgaver. Tilrettelagt valfridom er kjenneteikna av at elevane far valfridom til sjolv a finne passande oppgaver. Krevjande likebehandling er ein praksis der ein legg lista like hogt for alle gjennom a snevre inn valfridomen . Hovudkonklusjonen er at interessa for a gje ogsa svake elevar ein mogelegheit til a lukkast ut fra sine foresetnader, har blitt mindre over tid. Summary All students in the Norwegian elementary school can be selected to complete the final exam in Norwegian. The curriculum emphasizes that students will receive training based on their own prerequisites and it is therefore interesting to investigate how this will be taken into account in the pass tests. The material is the final tests from 1967 to 2017 - fifty sets of tests. Reading and writing have been central throughout the period, but the subject also has its own knowledge component in which the students are tried. The material is extensive and varied, but I have nevertheless seen features that may make it possible to look at three distinctive phases in the evaluation practice: A dapted regulation is characterized by the fact that the school takes responsibility for the individual being presented for suitable tasks. Facilitated freedom of choice is characterized by the fact that the pupils are given freedom of choice to find suitable assignments for themselves. Demanding equal treatment is a practice where one sets the same requirements for all through narrowing down freedom of choice. The main conclusion is that the interest for giving weak students an opportunity to succeed based on their prerequisites has become weaker over time. |
